P2_2: Colons :
PART 1: Read Theory
Read theory is web tool to engage you with reading and comprehension (understanding what you read). You will need to:
1. Go to readtheory.org
2. Complete your monitoring booklet (yellow booklet) as you read through the text
3.Answer the comprehension questions and submit your answers. The program will mark your responses and provides you with instant feedback.
4. Any questions you get wrong, go through your feedback and indicate where/ why or how you got it wrong.
PART 2: Skill building (Colons : )
We are now going to learn about Colons. Read the following with your instructor thinking carefully about the explanations and examples. Make sure you ask for help if there is something you don't understand.
Many people are confident and proficient writers but when it comes to punctuating their prose their self-assuredness starts to crumble.
The Colon
If you haven’t been using colons in your writing you may want to reconsider. The colon is one of the most helpful and easy to understand of all the punctuation marks. You just have to remember one thing: it introduces. Colons can introduce just about anything: a word, a phrase, a sentence, a list, or a quotation. Did you notice that in the two preceding sentences colons were used to introduce first a sentence and then a list? It’s that easy.
Here are some other examples:
Max has only one thing on his mind: food.
Max has only one thing on his mind: his next meal.
Max has only one thing on his mind: he wants to eat.
Max has three things on his mind: cheeseburgers, fries, and milk shakes.
In the above sentences a colon was used to introduce various things: a word, a phrase, a sentence, and a list. Try incorporating colons in your writing because they provide emphasis. When a reader sees a colon they have stop, and so they pay more attention to what comes next
Now it's your turn: click on the link below and open the pdf document called Colons Practice.
Follow the instructions to complete the activity.
When you are done, make sure you save your work to your USB. Use your name and then Colons Practice.
Like this: Your_Name_ColonsPractice.
Read theory is web tool to engage you with reading and comprehension (understanding what you read). You will need to:
1. Go to readtheory.org
2. Complete your monitoring booklet (yellow booklet) as you read through the text
3.Answer the comprehension questions and submit your answers. The program will mark your responses and provides you with instant feedback.
4. Any questions you get wrong, go through your feedback and indicate where/ why or how you got it wrong.
PART 2: Skill building (Colons : )
We are now going to learn about Colons. Read the following with your instructor thinking carefully about the explanations and examples. Make sure you ask for help if there is something you don't understand.
Many people are confident and proficient writers but when it comes to punctuating their prose their self-assuredness starts to crumble.
The Colon
If you haven’t been using colons in your writing you may want to reconsider. The colon is one of the most helpful and easy to understand of all the punctuation marks. You just have to remember one thing: it introduces. Colons can introduce just about anything: a word, a phrase, a sentence, a list, or a quotation. Did you notice that in the two preceding sentences colons were used to introduce first a sentence and then a list? It’s that easy.
Here are some other examples:
Max has only one thing on his mind: food.
Max has only one thing on his mind: his next meal.
Max has only one thing on his mind: he wants to eat.
Max has three things on his mind: cheeseburgers, fries, and milk shakes.
In the above sentences a colon was used to introduce various things: a word, a phrase, a sentence, and a list. Try incorporating colons in your writing because they provide emphasis. When a reader sees a colon they have stop, and so they pay more attention to what comes next
Now it's your turn: click on the link below and open the pdf document called Colons Practice.
Follow the instructions to complete the activity.
When you are done, make sure you save your work to your USB. Use your name and then Colons Practice.
Like this: Your_Name_ColonsPractice.
colons_practice_interactive_student.pdf | |
File Size: | 95 kb |
File Type: |
PART 3: Writing (Information Report)
PURPOSE:
Classifies, describes and gives factual information about people, animals, things or phenomena
STRUCTURE:
- Begins with a general classification or definition
- Lists a sequence of related information about the topic,
- A conclusion (optional).
PURPOSE:
Classifies, describes and gives factual information about people, animals, things or phenomena
STRUCTURE:
- Begins with a general classification or definition
- Lists a sequence of related information about the topic,
- A conclusion (optional).
Instructions:
1. Open up the document titled "Antarctica_student"
2. Read the information report "Antarctica"
Discussion: What is the purpose of the text?
Discussion: Who is the intended audience of the text?
4. Highlight all of the classification section in red.
5. Under the column heading "Text Features"- write "CLASSIFICATION" capitalised, in bold and size 16 font.
Discussion: What do we do when we classify?
6. Underneath this heading, write your own definition of classification.
7. Highlight all of the description section in blue.
8. Under the column heading "Text Features"- write "DESCRIPTION" capitalised, in bold and size 16 font.
Discussion: What do we do when we describe?
Underneath this, write your own definition of a description.
9. Underline the topic sentences in each of the description paragraphs.
Discussion: What is a topic sentence? What term have we already used that serves a similar role to a topic sentence?
10. Find any technical words that relate to the topic, italicise these words and change them to an orange font colour.
1. Open up the document titled "Antarctica_student"
2. Read the information report "Antarctica"
Discussion: What is the purpose of the text?
Discussion: Who is the intended audience of the text?
4. Highlight all of the classification section in red.
5. Under the column heading "Text Features"- write "CLASSIFICATION" capitalised, in bold and size 16 font.
Discussion: What do we do when we classify?
6. Underneath this heading, write your own definition of classification.
7. Highlight all of the description section in blue.
8. Under the column heading "Text Features"- write "DESCRIPTION" capitalised, in bold and size 16 font.
Discussion: What do we do when we describe?
Underneath this, write your own definition of a description.
9. Underline the topic sentences in each of the description paragraphs.
Discussion: What is a topic sentence? What term have we already used that serves a similar role to a topic sentence?
10. Find any technical words that relate to the topic, italicise these words and change them to an orange font colour.
information_report_antarctica_student_copy.docx | |
File Size: | 15 kb |
File Type: | docx |